Thoughtful Education Getting Comfortable with The New American Lecture

1. Thoughtful EducationGetting Comfortable with The New American Lecture June 9, 2010

2. Reflecting on What We’ve Learned • What do you know about the Thoughtful Classroom strategies? • What do you know about the New American Lecture strategy? • What questions do you have?

3. Functions of Memory Learning Attention Engagement Working Memory Multiple Exposure Variety of Strategies Intensity of Thought Short Term Memory Is this important? Will I use this? Is it worth the risk? Long Term Memory Stored Retrieved

4. Getting Comfortable with the New American Lecture Goal 1 • Relevance: Help students find personal meaning by connecting to prior knowledge or experiences to new learning. Goal 2 • Organization: Model research based techniques for organizing information. Goal 3 • Note-taking: Guide students toward more effective note-taking skills. Goal 4 • Memory: Improve memory and comprehension.

5. Assets of the NAL • Teacher can impart multitudes of information! • Allows students to question and practice. • It is short and to the point. • The teacher is very knowledgeable. • The class is under control. • It really helps auditory learners.

6. Liabilities of Lecture • Lecture can be boring. • It is teacher-centered. • Lecture has a negative connotation. • It can often overwhelm young listeners. • There can be a lack of student participation and ownership of learning. • There is often no way for the teacher to know exactly what the students are absorbing from the lecture.

7. Making it BETTER!!! • P – Make it PERSONAL • R – Make it RELEVANT • I – Use their INTERESTS • C – Spark their CURIOUSITY • E – Appeal to their EMOTIONS Interactive Transitions Anecdotes Attention grabbers

9. What is the New American LectureWhat can the NAL do for you and your students?

10. Phase I: Preparation Purpose: Techniques: C O N N E C T I O N

11. Phase I: Preparation Purpose: Techniques: C O N N E C T I O N • attention • hook • bridge • kindling

12. Present Visual Organizer What is it? How is it used? Principle: ORGANIZATION

13. Present Visual Organizer • Purpose: • Chunk information • to fit the Memory • Techniques: • Visual Organizers • Say It and See It ORGANIZATION

14. What are some organizers you use? When? How? Step 1 Step 2 Step 3 Step 4

15. Phase III: Collecting Information D E EPPROCESS

16. Dual Coding Phase III: Collecting Information D E EPPROCESS • Non Linguistic • Demonstration • Role Playing • Visualization • Purpose: • Multiple Memory Pathways • Techniques: • Dual Coding • Non-Linguistic • Primacy and Recency • Primary-Regency • “Zulu”-Middle

17. Phase IV: Review Questions E X E R C I S E

18. Phase IV: Review Questions • Purpose: • Rehearsal • Rote • Elaborate • Techniques: • Questions in Style • Stop 3-5 minutes (5-7 for high school) to pose questions and process information E X E R C I S E

19. 4 Thought Learning Styles • Remember, Recall • summarize • retell • sequence • Relate • connect personally • evaluate • empathize • Recreate • suppositions, what if • make and explain metaphor • create, invent or design • Reason • compare &contrast • prove & disprove • cause & effect

20. 4 Thought Learning Styles • Remember, Recall • What are the phases of the New American Lecture? • Relate • What new insights did you gain about the NAL and how to use it in the classroom? • Recreate • How is the New American Lecture a key to improving students’ academic performance? • Reason • Why is the New American Lecture more effective in building lasting memories than traditional lecture?

21. Let’s look at a teacher using the NAL Hook: Have you ever achieved something that you didn’t get credit for? How did it make you feel? What might you do next time to make sure credit is given for your accomplishment?

22. continued • Today, we are going to examine the question, “Who should get credit for discovering America?” Who do you think should get the credit and why do you think so?

23. Who Discovered America? Paleo Americans Southern Europeans Vikings 30,000 B.C. Hunters, gatherers; whole families and tribes traveled together. Food: following caribou herd to New World. Feet to walk across land bridge. People spread over 2 continents; established over 200 different cultures and languages; adapted well to all environments. Sophisticated cultures-limited communication 1200 A.D. Raiders and Traders Booty and easily transported goods. Knorr, slender flexible vessel using wind, man-power. Keel, 2/3 of length; Word of mouth culture and no maps. Small settlements in the new world that disappeared mysteriously; sagas in 1250 AD, moved from a pagan culture to a Christian culture.

24. Talk with a partner to discuss the people or person you believe deserve credit for discovering America? What if the southern Europeans had never come to America? What effects might this have had on America? What do you remember about the Paleo American’s discovery of America? Compare and contrast the Paleo Americans’ discoveries and the Vikings’ discoveries.

25. Synthesis Many people disagree about who should get credit for discovering America. • Identify at least THREE groups that should be considered. • Select the group whom you think deserves the credit and explain why.

26. Review NAL • Principle 1 – The stronger the connection, the stronger the memory. • Principle 2 – The clearer the organization, the stronger the memory. • Principle 3 – The deeper the processing, the stronger the memory. • Principle 4 – Memories are like muscles; they develop with exercise. PHASE 1 – Connect PHASE 2 – Organization PHASE 3 – Deep Process PHASE 4 – Exercise